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Kids Box 1 Teachers Book

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9K views115 pages

Kids Box 1 Teachers Book

Uploaded by

Marina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
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(© Cambridge University Press 2008 Spinner template 7 ils “Then when it is time tor crart actives, you can put une Dux Um table and pupils can come and collect what they need. ‘¢ Make sure pupils always clear up atthe end of craft acti that they put the scissors, etc. back inthe box and that they put rubbish in the rubbish bin You will need to supply each pupil with an envelope for photocopiable activities, such as game cards, At the end of the Activity, pupils write their name on their envelope and put their cards inside. With younger pupils, itis best if you look after the envelopes until the next time you want to use the materials. Evaluation pages “The evaluation pages in Kids Bor 1 are designed to be used after ‘each Our world section: Evaluation 1 after Our world Units 1~4, Evaluation 2 after Our world Units 5-8 and Evaluation 3 after Our world Units 9-22. You will notice that the evaluation pages use ‘Similar task types to those in Cambridge ESOL YLE Starters Test. ‘Over the three evaluation pages, pupils will be evaluated on their Reading and Writing, Listening and Speaking. ‘You should tel the pupils that you are going to give them an ‘evaluation activity, but make sure they don’t become too anxious, about it. Iti important that they come to the activity feeling ‘relaxed and positive - believing that they can do Hand out the copy to each pupil and make sure they have the ‘elevant materials (crayons, pencils, etc). ‘You should allow about ten minutes foreach evaluation. ive the instructions in Engish ‘Monitor pupils as they do the activity and give encouragement. [At the end of the activity, collect their work. Give each pupil feedback on their work, by colouring in the stars sete end of the sheet and drawing a smiley face. Always focus on “what they can do and what they have done, rather than on what ey cant do. Evaluation 1 “SSTRUCTIONS “Wel pupils to take out their crayons and put them on their desks. “see out Evaluation 1 (page 118) Say Look at the picture. What can “se see? Elicit some of the things they can see and where they are “ent do all the ones in the tes). They do the tes. "At the end, tell pupils to write their names. Collect the papers. Feedback. There are five starsat the bottom of the page. Colour ‘one in fora correct answer. Draw a smiley face inthe circle to ‘ght. Congratulate pupils when you hand back their work. Don't the evaluation and dor't rank pupils in order. ‘pencil under the table ~ orange, toy train next tothe chair ‘computer on the table - brown, ballin the school bag, book next tothe pen - green jou see the classroom? Good. Now listen. {jou see the pencil under the table? (pause) (Colour it orange. the pencil under the table orange. (pause) spew see the toy train next to the chair? (pause) Colour it blue. the toy train next tothe chair blue. (pause) stn ye see oe ee en ood. Colour it yellow. Colour the ballin the school bag yellow. (pause) Can you see the book next to the pen? (pause) Good, Colour it green. Colour the book next to the pen green. (pause) Evaluation 2 INSTRUCTIONS. ‘Tell pupils to take out their crayons and put them on their desk. Hand out Evaluation 2 (page 129). Say Look atthe picture. What can ‘you see? Elicit that i's a monster. Elicit some possible names. Pupiis choose a name for their monster and write it on the line in question 1. Tell pupils to colour the clothes and the face (eyes, ai etc) in the colours oftheir choice. This isnot part of the evaluation. ut pupils into groups of four. Focus on one group ata time. Tell the other groups to put their papers away and give them another task to do, eg. from Primary Vocabulary Box: “The pupils in a group take it in turns to talk to the others about their monster. You ae not listening for particular language: the aim here is that they can communicate about their pictures to the others. “Take about two minutes with each group. Listen to each pupil and decide as you are listening how many stars you will award them. ‘Collect the papers from pupils. Make sure they have written their names. Feedback. There are six starsat the bottom of the page. Colour ‘each one according to how well the pupil completed the task. Draw a smiley face in the circle tothe right. Congratulate pupils when you hhand back their work. Don't grade the evaluation and dont rank pupils in ord Evaluation 3 INSTRUCTIONS. Hand out Evaluation 3 (page 120}-Explain Parts 1 and 2 before pupils start Say Look at Part 2. Look at the picture. Look at the ‘sentences. Write yes or no, Do an example with the class using something on your desk, eg, say There's a pen on my desk. (There ‘isn't a pen) Pupils say No. Say Do the same on the paper ‘Say Look at Part 2. Show pupils where they write the words and that they use the jumbled letters (they have done these types of activities in cass). Pupils work individually. Give pupils about five minutes to complete the evaluation. ‘Collet the papers from pupils. Make sure they have written their names. Feedback. There are ten stars down the edge ofthe page. Colour each one according to how well the pupil completed the task, one star for each correct answer. Draw a smiley face in the circle underneath, Congratulate pupils when you hand back ther ‘work. Don't grade the evaluation and don't rank pupils in ord Key: Part 1: 1 No, 2 Yes, 3 No, 4 Yes, 5 No Part 2:6 apple, 7 cake, 8 burger, 9 chocolate, 10 banana A final word ‘We've had a lot of fun writing this course and sincerely hope a you and your pupils have as much fun using it. Caroline Nixon and Michael Torinson, Mares Se Introduction 55 table and pupils can come and collect what they need. ‘© Make sure pupils always clear up atthe end of craft activities, ‘that they put the scissors, etc, back in the box and that they put, rubbish in the rubbish bin. ‘© You will need to supply each pupil with an envelope for photocopiable activities, such as game cards. At the end of the ‘activity, pupils write their name on their envelope and put their ‘cards inside. With younger pupils itis bes if you look after the ‘envelopes until the next time you want to use the materials. Evaluation pages ‘The evaluation pages in Kids Box 1 are designed tobe used after ‘each Our world section: Evaluation after Our world Units 1-4, Evaluation 2 after Our word Units 5-8 and Evaluation 3 after Our world Units 9-12, You wil notice thatthe evalaton pages use Sila tasktypes to those in Cambridge ESOL YLE Starters Test (ver the three evaluation pages, pupils wl be evaluted on their Reading and Writing, Listening and Speaking. ‘You should tell the pups that you are going to give them an valuation activity, but make sur they dont become to anxious Shout tis important that they come othe activity feling ‘elaxed and postive believing that they can doit and out the copy to each pupil and make sure they have the relevant materials (crayons, pencil, tc) ‘You should allow about ten minutes foreach evaluation. Give the instructions in English, Monitor pupils as they do the activity and give encouragement tthe end ofthe activity, cllect ther work. Civ each pupil feedback on their work, by colouring in the stars ‘at the end of the sheet and drawing a smiley face. Always focus on Sha they ean do and what they have done, rather than on what they cant do. Evaluation 1 sxSTRUCTIONS Tel pupils to take out their crayons and put them on their desks. Hand out Evaluation 1 (page 18) Say Look atthe picture. What can ‘you see Elicit some ofthe things they can see and where they are {Gon' do al the ones in te test). Tey do the test. ‘A the end, tll pupisto write their names. Collec the papers Feedback. There are five stars atthe bottom ofthe page. Colour ‘ech one in for a correct answer. Draw a smiley face in the circle to ‘Se right. Congratulate pupils when you hand back their work. Dont _g-de the evaluation and don't rank pupils in order. Key: pencil under the table ~ orange, toy train next to the chair ~Plue, computer on the table — brown, ball inthe school bag, ~ yellow, book next tothe pen — green Script: for the teacher to read an you se the classroom? Good. Now listen. Con you se the pencil under the table? (pause) ood. Colour it orange Colour the pencil under the table orange. (pause) Can you see the toy train next tothe chai? (pause) Good. Colour it blue. Colour the toy train next othe cir blue. (pause) Good.Colourityeliow Colour the ballin the school bog yellow. (pause) Can you see the book next tothe pen? (pause) Good. Colour it green. Colour the book next to the pen green. (pause) Evaluation 2 INSTRUCTIONS ‘ell pupils to take out their crayons and put them on their desks. Hand out Evaluation 2 (page 119). Say Look at the picture. What can ‘you see? Elicit that is a monster lict some possible names. Pupils ‘choose a name fr their monster and write it on the line in question 1, Tell pupils to colour the clothes and the face (eyes, hair etc.) in the colours of their choice. Tiss not part of the evaluatio Pat pupils into groups of four. Focus on one group ata time. Tell the other groups to put their papers away and give them another ‘task to do, eg. from Primary Vocabulary Box. “The pupils in a group take it in turns to talk to the others about their monster. You are not listening for particular language: the aim heres that they can communicate about ther pictures tothe others. “Take about two minutes with each group Listen to each pupil and decide as you are listening how many stars you wil award them, Collec the papers from pupils. Make sure they have written their names. Feedback. There are sx starsat the bottom ofthe page. Colour each one according to how well the pupil completed the task. Draw a smiley face inthe circle othe right. Congratulate pupils when you hhand back their work. Dot grade the evaluation and dont rank pupils in order. Evaluation 3 INsTRUCTIONS Hand out Evaluation 3 (page 120). Explain Parts 1 and 2 before pupils tart. Say Look at Part 2. Look at the picture. Look at the sentences. Write yes or na. Do an example with the dass using something on your desk, say There apen on my desk. (There isnt a pen) Pupils say No. ay Do the same on the paper. Say Look at Part 2. Show pupils where they write the words and that they use the jumbled letters (they have done these types of activities in lass. Pupils work individually ive pupils about Five minutes to complete the evaluation Collect the papers from pupils. Make sure they have written thee names. Feedback. There are ten stars down the edge ofthe page Colour each one according to how well the pupil completed the task, one sta for each correct answer. Draw a smiley fae in the circle underneath. Congratulate pupils when you hand back their work. Dont grade the evaluation and don't rank pupils in order. Key: Part 1: 1 No,2 Yes, 3 No, 4 Yes, 5 No Part 2:6 apple, 7 cake, 8 burger, 9 chocolate, 10 banana A final word We've had a lot of fun writing this course and sincerely hope that you and your pupils have as much fun using it. Caroline Nixon and Michael Tomlinson, Murcia 2008. Introduction 13, scissors, glue, wool, crayons, in a large box in the classroom, “Then when it is time for craft activites, you can put the box on @ table and pupils can come and collect what they need. ‘© ‘Make sure pupils always clear up atthe end of craft activities, that they put the scissors, etc. back in the box and that they put, rubbish in the rubbish bin. ‘© You will need to supply each pupil with an envelope for pphotocopiable activities, such as game cards, At the end of the Activity, pupils write their name on their envelope and put their cards inside. With younger pupils, it is best if you look after the envelopes until the next time you want to use the materials Evaluation pages The evaluation pages in Kids Box 1 redesigned tobe used after ‘ach Our worl section: Evaluation after Our world Units 1-4, Evaluation 2 after Our world Units 5-8 and Evaluation 3 after Our ‘world Units 9-12. You will notice thatthe evaluation pages use Siilartasktypes to those in Cambridge ESOL YLE Starters Test. ‘ver the thre evaluation pages, pups wil be evaluated on their Reading and Writing Listening and Speaking. ‘ou shoud tll the pupils that you are going to give them an valuation activity, but make sure they dont become to anxious Sout tis important that they come tothe activity feling relaked and postive ~ believing that they can do it and ut the copy fo each pupil and make sure they have the relevant materials rayon, pen, tc). ‘You shoud allow abou ten minutes foreach evaluation Give the instructions in Engh. Monitor pupils as they do the activity and give encouragement Atte end of the activity, collect ther work. Give each pupil feedback on thelr work, by colouring in the stars atthe end of the sheet and drawing a smile face. Always focus on what hey can do‘and what they have done, rather than on what they cant do Evaluation 1 INSTRUCTIONS Tel pupils to take out their crayons and put them on ther desks. Hand out Evaluation 2 (page 138) Say Look atthe picture. What can you se? Elicit some ofthe things they can see and where they are {Gor't do all the ones inthe test). They do the test. {At the end, tell pupils to write their names. Collect the papers. Feedback. There ae five starsat the bottom ofthe page. Colour ach one in fora correct answer. Draw a smiley face inthe circle to. ‘he right. Congratulate pupils when you hand back ther work. Dorit grade the evaluation and dont rank pupils in order. ey: pencil under the table - orange, toy train next to the chair blue, computer on the table ~ brown, ball inthe schoo! bag, yellow, book next to the pen ~ green Script: for the teacher to read an you se the classroom? Good. Now Fisten, Gon you see the pencil under the table? (pause) ood. Colour it orange. ‘Glour the pencil under the table orange. (pause) Gon you see the toy train next to the chair? (pause) Good, Colour it blue. ‘Glour the toy train next to the chair blue. (pause) Colour tne computer on the table brown. (pause) Can you see the ballin the school bag? (pause) Good. Colour it yellow. Colour the ball in the schoo! bag yellow. (pause) ‘Can you see the book next to the pen? (pause) Good. Colour it green. Colour the book next to the pen green. (pause) Evaluation 2 INSTRUCTIONS ell pupils to take out ther crayons and put them on their desks. Hand out Evaluation 2 (page 119). Say Look at the picture. What can {you see? Eli that i's a monster Elicit some possible names. Pupils ‘choose a name for their monster and writ it on the line in question 2, Tell pupils to colour the clothes and the face (eyes, hair etc) in the colours of their choice. This isnot part of the evaluation, ut pupils into groups of four. Focus on one group ata time. Tell the other groups to put their papers away and give them another task to do, eg from Primary Vocabulary Box. The pupils in a group take it in turns to talk tothe others about their monster. You are not listening for particular language: the aim here is that they can communicate about ther pictues to the others. “Take about two minutes with each group. Listen to each pupil and decide as you are listening how many stars you will award them. Collect the papers from pupils. Make sure they have writen their names. Feedback. There ae six tars at the bottom of the page. Colour each one according to how well the pupil completed the task. Draw a smile face inthe circle tothe right. Congratulate pupils when you hhand back their work. Dont grade the evaluation and don't rank pupils in order. Evaluation 3 Insraucrions Hand ut Evaluation 3 (page 120). Explain Parts 2 and 2 before pupils tart. Say Look at Part 1. Look at the picture. Look at the Sentences Write ye orn, Do an example withthe class using something on your desk, eg say There’ a pen on my desk. (There isnt a pen) Pupils say No. Say Do the same on the poper. Say Look at Part 2. Show pupis where they write the words and that they us the jumbled letters (they have done these types of activities in class) Pupils wrk individually. Give pupils about five minutes to complet the evaluation Collet the papers from pupils. Make sure they have writen their names. Feedback. There are ten stars down the edge ofthe page. Colour each one according to how well the pupil completed the task, one star foreach correct answer: Draw a sil face in the cirle underneath. Congratulate pupils when you hand back ther ‘work. Dont grade the evaluation and dont rank pupil n order. Key: art 1:1 No,2 Yes, 3 No, 4 Yes, 5 No Part 2:6 appl, 7 cake, 8 burger 9 chocolate, 10 banana A final word Welve had a lt of fun writing this course and sincerely hope that you and your pupils have as much fun using it. Caroline Nixon and Michael Tomlinson, Murcia 2008. 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Yes, No, your ‘Additional language: school, bag, an, stick, fold, read, cut, be quiet, stop, it’s, a/an Revision: colours, numbers 1-10 ‘© MATERIALS REQUIRED ‘School flashcards (27-32) ‘Optional: Primary Activity Box 3.6 Warmer ‘© Pupils take out their crayons. Say Pick up the red crayon, please. Repeat for other colours. Start off slowly, then Speed up. More confident pupils can take turns to give the instructions. Presentation ‘© Teach the new words, using flashcards and the real objects. Introduce Is this a. ? Yes/No. Hold up the pen flashcard. Say Is this a pencil? Shake your head. Elicit or teach No. Say Is this ‘a book? Pupils chorus No. Say Is tis a pen? Nod your head. Elicit or teach Yes. Repeat with the other flashcards. Note: An is for recognition purposes only. PBB. Activity 1. Listen and point. [YLE] ‘¢ Say Open your Pupil’ Books at page 8, please. Elicit who is in the picture (Suzy and Simon). Say Where's the star? Pupils check together. Check with the class by holding up your book and pointing to the star (on the pencil). Pupils say Here itis. ‘© Put the flashcards of the classroom objects on the board. Say Listen and point. Play the CD. Pupils listen and point to the ‘objects in their books. Point to the flashcards on the board to check. SUzY: Oooohh! Simon, is that your bag? SiMON: Yes, itis. suzy: Ws yellow. SIMON: Yes, its, and my pencil’ red. Uv: Is your eraser red t00? Siow: No, it sit. green suzy: And what colou’s your pen? simon: It’ blue, Suzy suzy: Oh, and? SIMON: Here, Suzy! Look at ths. I's my Maskman book! ‘uz: Wow! Thanks, Simon! PBB. Activity 2. Listen, point and repeat. ‘© Say Now listen, point and repeat. Play the CD. Stop after each |word. Pupils point to the object and repeat in chorus. Pupils can say the words in different ways: quietly, loudly, et. ‘Table, book, chair, eraser, pen, pencil Practice 4 Ask questions about the picture inthe Pupils Book. Point 2 say, eg What colour’ the pen? Pupils workin pairs and ask and answer in the same way. © Optional For further practice of classroom instruction, se Primary Actity Box 16 Extra activity 1: see page 105 (if time) {ABB. ACTIVITY 1. Listen and colour. [YLE] «Say Open your Actvty Books at pag 8, please. Review the Classroom objects by saying, eg Point tothe rable. €¢ Pupils ake out crayons inal seven colours. Say Listen and Colour la the CD. Pupils make a coloured dot. They chec pairs. Play the CD again Check withthe cass Pupils colou ajects. hc which colour they dia se (purple). ange, pencil = yellow, table=red, erase een, pen = blue in The table is red The chair is orange The eraser is pink The pen is blue ‘The book is green. ‘The pencilis yellow ABB. ACTIVITY 2. Count. Write the number. Point to a pupils pencils. (There should be fewer than ten How many pencils (are there)? Count them aloud: One, twn three, etc. Repeat with pens and erasers. ‘© Pupils count the objects in their books and write the num “They check in pars. Check with the class. For each one s2 ‘eg. How many pencils (are there)? Ask a pupil to come an ‘write the number on the board Note: The use of How many, are there and plurals is for receptive purposes only. Key: 2 chairs, 6 erasers, 5 pens, 3 pencils, 1 book Extra activity 2: see page 105 (if time) Ending the lesson «Handout the school flashcards to diferent pupil. Say to pupil Hold up your flashcard. What ist? The class answe Repeat asa sentence, eg. I's book. Pupils repeat. Pupit ‘uth flashcard take iin turns to holdup te card and at (question, Te class answers. ‘* TARGET LANGUAGE Key language: table, book, char, eraser pen, pencil I this a. ? Yes, No, your ‘Additional language: school, bag, an, stick, fold read, cut, be ‘quiet, stop, it’, afan Revision: colours, numbers 1-10 ‘® MATERIALS REQUIRED School flashcards (27-32) Optional: Primary Activity Box 1.6 Warmer ‘Pupils take out their crayons. Say Pick up the red crayon, please, Repeat for other colours. Start off slowly, then speed up. More confident pupils can take turns to give the instructions. Presentation © Teach the new words, using flashcards and the real objects. Introduce Is ths a... ? Yes/No, Hold up the pen flashcard. Say 's this a pencil? Shake your head, Elicit or teach No. Say Is thi «@ book? Pupils chorus No. Say Is this a pen? Nod your head, Elicit or teach Yes. Repeat with the other flashcards, Note: Am is for recognition purposes only PBS. acTIviTy 2. Listen and point. [YLE] ‘ Say Open your Pups Books at page 8, please. Elicit who is in the picture (Suzy and Simon). Say Where's the sar? Pupils check together. Check with the class by holding up your book and pointing to the star (onthe pencil. Pupils say Here itis Put the flashcards of the classroom abjcts onthe board, Say Listen and point. Ply the CD. Pupis listen and point tothe ‘objects in their books. Point tothe flashcards on the board to check. Suv ost Sévn that our beg? sna e ese fe oan preteen ites Lil sare Rem keer Sve And va clos Yor pan? Seen savon ite Son Here Sayl took at ths Is my Mahan bok! Vor Thala eaie es acaver? hie ie waa esac © Say Now fn polo epee Pay CD. Sp fr each word Pp pot othe pet and ener cea antay Sevens incor ae eae Table, book, chair, eraser, pen, pencil Practice ‘© Ask questions about the picture inthe Pupils Book. Point and say, eg, What colour’ the pen? Pupils work in pairs and ask and answer in the same way. ‘© Optional For further practice of classroom instructions, see Primary Activity Box 16 Extra activity 1: see page 105 ‘ABB, ACTIVITY 1. Listen and colour. [YLE] ‘© ‘Say Open your Activity Books at page 8, please. Review the classroom objects by saying, eg. Point o the table. © Pupils take out crayons in al seven colours. Say Listen and colour: Play the CD. Pupils make a coloured dot. They check in Pairs. Play the CD again. Check with th class. Pupils colour the ‘objects. Elicit which colour they dnt use (purple) ‘Key: chair = orange, pencil = yellow, table = red, eraser = pink, book = green, pen = blue mE The tables red, The chair is orange. The eraser pink The pen is be The book is green. “The pencils yellow ‘ABB. ACTIVITY 2. Count, Write the number. © Point toa pupis penis. (There should be fewer than ten) Say How mary pencils are cere)? Count them aloud: One, toc three et. Repeat with pens and eraser, ‘© Pupis count the objects in ther books and writ the numbers. ‘They check n pairs. Check wit the class For each one say €¢g.How many penis are thee)? Ask a pupil to come ana write the number on the Board Note: The use of How many, are there and plurals is for receptive purposes only. 22 chairs, 6 erasers, 5 pens, 3 pencils, 1 book Extra activity 2: see page 105 (if time) Ending the lesson ‘¢ Hand out the schoo flashcards to different pupils. Say to one pupil Holdup your flshcard. What iit? The ass answers, Repeat as a sentence, eg Its a book. Pupil repeat. Pup with flashcards take it in turns to hold up the card and ask the ‘question. The class answers, time) ‘¢ TARGET LANGUAGE Key language: table, book, chair eraser pen, pencil Is this a ..? Yes, No ‘Additional language: an, What's (2 and 3)? Revision: numbers 1-10 (© MATERIALS REQUIRED School flashcards (27-32) About twelve classroom objects for the Ending the lesson memory game, eg. a blue pencil, a pink pencil, a green eraser, 2 yellow crayon; a cloth or a large piece of paper Warmer © Display the flashcards on the board. Write a number in words between one and ten under each one. Don't repeat the ‘numbers, but they don't need to be sequential. Pupils take out their notebooks. Say Eraser Pupils write in their notebooks the number which is under the eraser, eg. 6. Demonstrate the activity forthe pupils with one of the flashcards and numbers. Say the other words and pupils write the numbers in their books. Pupils check in pairs. Check with the class. BO. activity 3. Say the chant. '® ‘Say Open your Pup’ Books at page 9, please. Look at the ‘picture. Listen and point. Play the chant. Pupils listen and point Play the chant again, Pupils listen and repeat after each line. Practise the chant a few more times as a whole class. Then chant with different volumes, divide the class into different ‘groups and so on. * Divide the class into six groups. Hand a school flashcard to ‘each group. The class say the chant group by group, holding. up the flashcard and saying their words in turn. Swap flashcards and repeat. If possible, record the pupils using audio or video and show them the results, A pencil, a book, An eraser, a pen, Atable, a chai, Say it again. (xa) ‘Now say the chant again. (Repeat chant) Practice '* Revise numbers with the class by doing simple sums. Hold up ‘wo pencils in one hand and three in the other. Say What's 2 cand 3? Put al the pencils in one hand to help pupils. Elicit the answer and count the pencils aloud to check withthe class. Ask other simple sums: 1+2,4+3,3+3,5 + 1,¢tc PBO. ActiviTy 4. Listen and correct. ‘© Focus pupils on the pictures. Say Look at number one. Play the CD for number one. Elicit the answer No, Six orange chairs ‘Make sure pupils say the number and the colour. Play each ‘one in turn. Pupils whisper the answer to their partner. Don't ‘correct as a class at this stage, Play the CD a second time. Stop after each one and correct as a class. Key: 2 Two green tables, 3 Four purple pens, 4 Five red books, 55 Three pink pencils, 6 Six yellow erasers Four purple chairs Three bite tables sixred pens Seven yellow books Two orange pencils Eight green erasers Extra activity 1: see page 105 (if time) ‘ABS. acriviry 3. Draw the pictures: © Display the lshcards on the board asin the warmer. time, write a number nex to each one (not the number words). Say, eg, Number is an eraser. What's number 4? Elicit from a pupil Number 4i a (pen. Repeat several times so that pupils are falar wit the response 1 Say Open your Activity Books at page 9, pease Lok (point to your eyes) at the pictures at the top. Tell pupils to choose one abject to draw in each box. They can choose which they want, but tel them its a secret. Pupils copy the objects into. the boxes. 1 Demonstrate the activity Invite a pupil to the front. Hold your ‘Activity Book so thatthe pupil can't see. Say Number i chai Holdup the pupil’ Activity Book. Point to the bottom half ofthe page and say Dow a chair number 1. Check that the pupils understand what to do and that they dont look. ‘Put pupils in pairs. Say Tell your friend. Drow your fien’s Pictures. Monitor pupil s they are working, Check that they all understand what todo and that they need to draw the ‘objects in the boxes. Pupils check in plrs by comparing their books, Extra activity 2: see page 105 (if time) Ending the lesson ‘ Play a memory game. Put the classroom objects onthe table in front of you, or onthe floor.’ important that all pupils ean see them. Pupils look at them for 30 seconds. Cover the objects with a cloth or with paper. Serety take one object away, Take ‘off the cloth/paper to show pupils the objects again. Pupils put their hands up to name what is missing. Elicit and check Repeat. Choose a pupil to come out and remove the next object. Page 10 ‘© TARGET LANGUAGE Key language: Who's that? Who's he/she? How old are you? Lenny, Alex, How old is he/she? He/She is ‘Additional language: friend, girl, boy Revision: numbers 1-10, character names ‘© MATERIALS REQUIRED ‘Character flashcards (1-3, 19, 33-34) of the known and new (Alex, Lenny) characters Warmer ‘© Review the names of the known characters, using Who’ that? ‘Add the two new flashcards. Ask Who's that? and give the names: That's Alex/Lenny. Presentation © Display all six flashcards at random on the board. Point to ‘Meera. Say /s she Alex? Pupils respond No. Ask Who is she? Pupils respond. Point to Stella and ask Who's she? Practise Is she/he (name)? and Who's he/she? using all the flashcards. PB1O. activiry 5. Listen and point. [YLE] ‘© Say Open your Pupil’ Books at page 20, please. Listen and point. Play the CD. Pupils listen and point as they hear the ‘names. Play the CD again. Pupils listen and point again. ‘© Hold up your book and point to, eg. Lenny, and ask Who's he? 1s he eight? Ask about the other children's names and ages to check. tenn: Hello. im Lenny. What's your name? ell. Who's that? LENNY: That’ Alex. He's my friend, fow old is he? ‘eww: Hes si. Who's that? Is she your friend? STELLA: Yes, she is. That's Meera LENNY Is she six? STELLA: No, she isnt. Shes eight. LENNY: I'm Seven, How old are you? STELLA: Im seven, too. PBIO. activiry 6. Listen, point and repeat. ‘Say Listen, point and repeat. Pay the CD. Stop after each sentence for pupils to repeat. Point tothe flashcard of Meera. Say That's Meera She's eight. Emphasis the She. Point to Lenny. Say Thor's Lenny. Hes seven. Emphasise the He. Elicit from pupil, in La if necessary, why one is He and the other She. Elct or teach the words boy and gir. 's Meera. She's eight. That's Stella, She's seven. ‘That's Lenny. He's seven. ‘That's Simon. He's six. That's Alex. Hes Practice {Ask s Stella five? Pupils respond No. Ask Is Stella eight? Pupils respond No. Ask How olds Stella? Pupils respond. Repeat with another character. Focus on the pupils. Say incorrect ages, ¢g, Are you nine? Are you four? Then ask How old are you? Continue around the class to make sure the pupils are familiar with How old are you? Extra activity 1: see page 105 (if time) ABIO. acriviry 4, Listen and write the number [YLE] Say Open your Activity Books at page 10, please. Pint tothe ‘number next to Alex. Say How old is he? Pupils answer si). Say Listen and write (pretend to write) the numbers Play the CC. Pups check in pairs. Play the CD again. Check with the class. Say How old is Meera? Pupils respond She eight. Pupils ask and answer around the cass about the other ages. Key: Meera = 8, imo , Lenny = 7, Stella = 7 How old is Meera? She's How old is Simon? He's six How old is Suzy? She's three How oldis Lenny? He's seven. How old is Stella? She's seven. ‘ABIO. ACTIVITY 5. Match and answer Elicit what pupils can see (monsters). Ask How many boys (are there)? How many gil (are there)? Point to a boy monster. Look thoughtful. Ask How old is he? Pupils follow the maze tw check Pupils work individually and find the ages of the other monsters by following te lines. © Check by asking 1 How ol is he? Pupils respond He's nine. Pupils practise in pars. They ask and answer at random, 68.5 How old is he? Key:2=5,3=6,4=7,5=8 Extra activity 2: see page 106 (if time) Ending the lesson «Hide one character flashcard behind your back. Pupils ake tums to guess: I she/he Meera/Alx? The pupil who guesses correctly comes to the front to choose a card and to answer the questions. Repeat. Page 11 ‘© TARGET LANGUAGE Key language: How are you? m fine, thank you. puppet ‘Additional language: | don't know Revision: numbers 1-10, character names ‘¢ MATERIALS REQUIRED Character flasheards (1-5) Photocopiable activity 2 (see page 93), one for each pupil, glue, scissors, a set of finished finger puppets for demonstration Extra activity 1: CD of lively music Warmer ‘Introduce your finger puppets. Put a finger puppet on in turn. ‘Go up to one or two pupils. Say Hello. I'm (Simon). What's your ‘name? How old are you? Repeat. Only wear one puppet at a time during this activity ‘© Putall five puppets on your fingers. Point to each one and elicit the names. PBL. acriwiry 7. Make the puppets. ‘© Review the character names, using the flashcards. Say Open ‘your Pupil’ Books at page 12, please. Let's make the puppets. Hand out Photocopiable activity 2 to each pupil. They colour in the puppets (about five minutes). Monitor the class carefully. When all pupils are ready, hand out the scissors and the give. Demonstrate cutting out one of the puppets. Pupils cut out their puppets, Demonstrate how to glue the tabs in place. Pupils glue the tabs in place. PBLL. activity 8. Sing the song. ‘© Put the puppets on your fingers in this order: Mr Star, (Mes Sta, Stella, Simon, Suzy. Pupils do the same. Say Listen ‘and look. Play the CD. Wiggle the appropriate finger with the ‘greeting and do accompanying greeting actions. Pupils repeat. ‘© Play the CD again, Sing the song. Pupils do the actions and join '* Play the CD line by line. Do the actions with your fingers. Pupils repeat each line in chorus. ‘© Make five groups: a group for each character. Everyone says, the first line, Then the Mr Star group stands, replies and sits down. Continue in this way for the other groups and characters. me Me Star, Mr Star, ow are you? fim fine, thank you. 'm fine, thank you How are you? Mes Star, Mes Star How are you? Fm fine, thank you. I'm fine, thank you. How are you? Stella Star, Stella Star, How are you? ''m fine, thank you. 'm fine, thank you. How are you? ‘Simon Star, Simon Star, How are you? ''m fine, thank you. 'm fine, thank you, How are you? Suzy Star, Suzy Star, How are you? ¥'m fine, thank you. 'm fine, thank you. How are you? 1'm fine, thank you. 'm fine, thank you. How are you? ‘Now sing the song again (Karaoke version) Practice © Pupils repeat the song in pairs, taking turns to start and respond, The puppets ‘tlk’ to each other and pupils wiggle the ‘correct finger each time. Extra activity 1: see page 106 (if time) [ABLL. activity 6. Listen and colour. [YLE] ‘© ‘Say Open your Activity Books at page 11, please. Point to the picture. Say What's this? Teach or elicit / don't know. Tell pupils {o put the following colours on their desks: blue, pink, purple, yellow, green, red. Hold up your book and point to the boxes. Say Listen and colour. Pay the first line of the CD (Five: blue). Point to number 55 0n the page and ask What colour’ this? Pupils respond {blue). Pupils put a blue dot in the box. Pay the CD. Pupils ‘check in pais, Play the CD again. Check with the class. Ask, ‘eg What colours number seven? ‘Pupils colour the picture according to the numbers. Elicit from the class what the picture is (a pencil and eraser. Key: 5 = blue, 6 = yellow, 7 = pink, 8 = green, 9 = purple, 10 red Five: blue Eight: green Six: yellow Nine: purple Sever: pink Ten: red ABIL activity 7. Draw your table. ‘© Focus pupils on the picture, Ask What's tis? (a table). Point to the eraser and the pen in turn and ask What’ this? ‘© Say Draw your table here. Check pupils know what to do. Pupils work individually and draw their table with some ‘objects. Monitor closely. Make sure pupils don't try and draw ‘too many things. Extra activity 2: see page 106 (if time) Ending the lesson «Pupils put thei puppets on their fingers. Sing the Puppet song. again withthe ass. Unit 2 My school 23 ‘© TARGET LANGUAGE ‘Key language: the phoneme /m/ as in Maskman, Michael ‘monkey, Meera, Marie, mouse Additional language: circle Revision: imperatives, classroom objects @ MATERIALS REQUIRED Character flashcards (1-3, 6-8, 19, 33-34) ‘School flashcards (27-32) Optional: Primary Activity Box 1.6 Warmer (© ‘Stick the character flashcards on the board and elicit the ‘names. Put the flashcards of Monty, Marie, Maskman, Meera in one group, Simon, Stella, Suzy in another group, and Lenny and Alex on their own, Focus pupils on the tm/ group and on the sound: muh, PB12. acriviTy 9. Say it with Monty. ‘Say Open your Pups Books at page 12, please. Introduce Michael monkey to the class. Check understanding of monkey. Emphasise the /m/ sound atthe beginning of each word. Show the class your closed lips Play the CD. Say Say it with Monty. Pupils isten and repeat. Say them more and more quickly as 4 tongue twister and se if pupils can keep up. Pupils work in pairs and practise pointing to the pictures inthe book and saying the words MONTY: Michael Monkey MONTY, BOY AND GIRL: Michael Monkey ‘MONTY: Monty, Maskman, Marie, mouse MONTY, BOY AND ciRL: Monty, Maskman, Marie, mouse Optional activity 1 Display a large set of dominoes from Primary Actvty Box .6 ‘on the board. Check pupils understand the instructions on the dominoes, eg. Stick Demonstrate the game by matching words and pictures. Divide pupils into groups of four Pupils play the game. This time they say and mime the words. PB12. activity 20. Ask and answer «© Review the classroom vocabulary quickly, using the fasheards ‘Focus pupils on the example in their books: Whar colour i the +g? Pink. lit another question and answer from pupil to make sure they understand what to do Pupils work in pars and take turns to askand answer. 124 Kid's Box Teacher's Book 1 Extra activity 1: see page 106 (if time) AB12. activity 8. Circle the ‘m’ words, (© ‘Stick the nine character fashcards on the board. Say the /m/ Sound and show the class your cose lip. Pupils come up in tur and point tothe fm laheards (Monty, Meera, askman, Marie) Put a rte round each ofthese Point to the other Five flashards and make the /m sound, Pupils do thumbs down Clean the board, ‘© Say Open your Activity Boks at poge 12, pease Elicit the ‘words from the lass in chorus. Mime drawing circle forthe Im words. ‘© Pupils complete the activity. Monitor pupils as they are working. Pupis checkin pais. Correct rally as a whole clas. Key: Maskman, monkey, Monty, Marie ABI2. activity 9. Follow the ‘schoo!’ words. ‘© Focus pupils on the maze in their books. Hold up your book. Point to Suzy. Make a gesture to show you don't know and say Where's Monty? Put your hand above your eyes as if looking, look around the class and say Monty? Monty? Let pupils tell ‘you where Monty is and then elicit the first word on the path to find him (book). ‘© Check pupils understand what to do. Pupils work individually They find the route in the maze by following the school words. Pupils checkin pairs by saying the words one by one. Monitor pupils as they are working. © Check the activity as a whole class, with pupils saying the route together. Key: book, pencil, table, chair eraser, book, pen, table, chair, ‘eraser, pencil, table, pen Extra activity 2: see page 106 (if time) Ending the lesson ‘Pupils do actions only when you say Monty sys . Use these instructions inthe game: standup, si down, point to fan ‘eraser, pick up (a red crayon), open (your book), close (your ‘bo0k}, draw (a mouse), look at (my table). Use the game to review classroom vocabulary and colours. ‘© TARGET LANGUAGE Key language: language from the unit ‘Additional language: everybody, here's, another, not Revision: pick up, point to, open, close, classroom vocabulary, colours ‘® MATERIALS REQUIRED Flashcards ofthe characters, the classroom objects, the colours, Extra activity 1: picture dictionary stickers Warmer ‘© Play a game. Draw a 3x 3 grid on the board. Number the squares 1-9. Place rine flashcards face down on the board. Write a number between 1 and 9 under each one. Divide the class into two teams. The first team chooses a number. Turn ‘over the flashcard. One pupil says what i is. If they are correct, erase the number and puta large O in the square. The other ‘team chooses a number. If they answer correctly, erase their number and put a large X in the square. Continue in turn. ifthe teams don't answer correctly leave the number in the square and puta new flashcard face down in its place. The first tearm to geta line of X or Os the winner Story B13, activiry a1. Listen to the story ‘© Say Open your Pups Books at page 13, please. Look at the pictures Point to Marie (pupils point. Point to Maskman (pupils point), Point to Monty (pupil point). Hold up your book for the class. Say Listen and fook. Find the missing words. Pek up your. ? Draw the... ? lay the CD. Pupils look and listen They check in pais. Check with the class (pencil/monster) ‘# Play the CD again, Stop after each picture to check understanding. Hold up your book. Poin and ask, e.g. What's this? (table, chai, Activity Book, pencil eraser), What's her ‘name? What's his name? sane Sr sy waneokk ake One, two, three, four, five. Ok. Sit down, please, everybody. (Open your Activity Books, please, and pick up your pencils. Listen tothe CD and draw the monster. MASKMAN: Oops! Oh, my Activity Book! Mon: Here's another book, Maskman. suanie: No, not another book, Monty. Here's an eraser. MASKMAN: Er, no, Marie. Another Activity Book, please. Listen and repeat. ‘© Say Listen and repeat. Play the CD again. Stop after each picture. Pupil listen and repeat in chorus. Pupils do the actions to the song a the beginning (this should be familiar by now} Encourage pupils to say the words with feeling. PB13. activity 12. Act out the story. ‘© Demonstrate the activity. Three pupils come to the front. Let each pupil choose a character. Play the CD and help them act ‘ut the story. Repeat with another group of three. 1© Divide the class into groups of three. Say Hands up, Maskman, ‘One pupil in each group puts up their hand. Repeat for Marie ‘and Monty, to make sure pupils know who they are. Play the (CD, Pupils act and jin in. Repeat, so pupils play all three roles, Extra activity 1: see page 106 (if time) [ABL3. my PICTURE DICTIONARY. ‘Say Open your Activity Books at page 13,pleose. Look at the picture dictionary. Pupils prepare the sticker. Ect the words in turn Pupils holdup the correct sticker. Say the words again ina different order. Pupils point to the word in their books. Pupils stick the stickers in the correct place. If appropriate, pupils trace around the word under the picture Extra activity 2: see page 106 (if time) [ABL3. my STAR CARD. ‘Say Can you soy these words? Display the classroom object flashcards in tur. Ect the words in chorus. Ask pupils repeat if necessary. Where pupils dont all say the word Correctly, ect the word from another pupil who can and then ask the first pupil to repeat. «Pupils work in pairs. They take turns to point toa picture in their books and to say the word. 1 Say Colour the stars Demonstrate the activity onthe board. Elicit a word, using one ofthe flashcards. Say Good. Now colour the star. Check pupils know what to do. Pupils choose ‘colours to colour their stars, Ending the lesson Ask pupils which chantsong/game they keto do again fom the Unit Do it together to end the lsson Pupils might want to ede fren ope equ Page 14 ‘¢ TARGET LANGUAGE Key language: car, ball, doll, compute, bike, train, What's your ‘favourite toy? My favourite .. is ‘Additional language: Where's .. ? Revision: What's ths? 1's a .. Where's. ? (@ MATERIALS REQUIRED Character flashcards (1-3, 19, 33-34) Toy Rashard (35-40) ‘School flashcards (27-32) Warmer ‘© Show the character flashcards and elicit the names. Stick the. flashcards face down on the board. Say Where's Meera? Pupils ‘come up to turn over one card to find her. The pupil that finds her mixes up the flashcards, turns them to face the board again and runs the game. Repeat for other characters Presentation ‘Teach the new vocabulary (car, bal dol, computer, bike, train), using the flashcards. Show each flashcard in turn. Elicit or say the word. Pupils repeat. Make sure pupils say each word several times. Vary it by asking them to say it loudly, soy, whispering and s0 on. BLA. acriviry 2. Listen and point. ‘Say Open your Pupils Books at page 14, please. Hold up your book. Say Where's the star? Pupils check together. Check with the class by holding up your book and pointing to the star (on the computer screen). Pupils say Here it. Pint to, eg, the bike and say What's this? Ist a train? Repeat for other objec. Elicit who isin the picture (Simon, Stella, Alex, Meera Lenn Suzy). Say Listen and pont. Play the CD. Pupil listen and point to the toys in the picture. Check which character has which toy and check understanding of favourite. STELLA: My favourite toy my computer. What's your favourite toy, Alex? ‘ALEX: My bike. What's your favourite toy, Simon? ‘simon: My favourite toy’s Maskman and the car. ‘meena: Is Maskman a dol? SIMON: No, Marie's a dll -MEcRA: Oh, My favourite toys my ball. rn: My favourites my train, What's your favourite toy, Suzy? suzv: Mo... Aah Where's Monty? PBI. activity 2. Listen, point and repeat. ‘© Say Listen, point and repeat. Play the CD. Pupils repeat. Pay the CD again if necessary, Computer, ball, doll, car, train, bike Practice 1 Display the toy ashcards Point othe bike and say i it dol? Pupils respond No. Say Is it a car? Pupils respond No. Say What st? Pupil respond Is «bike. Repeat. ‘© Point tothe ball and say What’ this? Pupils respond Ie’ boll Say What colours? Repeat. ‘© Pupils play the game in pars, taking turns to point toa toy in their books and ask questions, and to answer Monitor pupils as they do the activity. Extra activity 1: see page 106 (if time) ABI4. ACTIVITY 3. Listen and circle the tick or cross. [YLE] 1 Display the tran flashcard on the board, Draw a tick and a cross nex tot Point and say Ifo car. Pupils respond with thumbs down (no) Circle the cross. Repeat using a correct sentence and circling the tick. 1 Say Open your Actin Books at page 24, please Say Listen and crcl the ck or eros. Point tothe tick as you say tick and the cross as you say cross. Pay the CD. Pupils sten and circle. Pupils checkin pairs. Play the CD again, Check withthe class. X30 4X50 6X 1 RS ca 2.Wsatrain 53 Ws bike tts col. 5. Its a computer. 6 tes abal. Extra activity 2: see page 106 (if time) ‘AB14, activity 2. Look and complete. © Hold up your Activity Bok. Point to the pictures inthe fst line. Et the words. Say them clearly as groups of three (A ball, car, a doll, ..A boll, a car, ..). Follow the line to the dll with your finger and elicit a doll. «© Pupils complete the other lines in pairs. Pairs check with other pars Pupils say the names ofthe toys inthe lines to check, © Check with the class Key:2 a computer, 3 abike, 4a car Ending the lesson 1 Teach a mime forthe new words, eg bike: holding handlebars; car turning steering whee, computer typing; train: moving arms in circular motion; doll: cradling motion; ball: throwing. motion {© “Teach the following chant tothe class with the action. Pupils join in. Repeat for other toy, starting the mime alte before the chant. Invite confident pupils to lead the cas. Here's my (ball, my (ball), my (bal). Here’ my (ball). My fovourt toy ‘@ TARGET LANGUAGE Key language: black, brown, white, grey, car, bal, train, ‘computer bie, doll Revision: colours, numbers 1-6, Whats your favourite toy? ‘© MATERIALS REQUIRED Colour asheards (20-26, 41-44) seven known and four new (black, brown, whie, grey) Toy flashcards (35-40) Extra activity 1: Photocopiabe activity 3B (see page 94), photocopied onto thin card, scissors, envelopes Extra activity 2 leven crayons, one ofeach colour Warmer ‘© Use the chant from the end of the previous lesson to review the toys. Presentation ‘* Review the known colours. Elicit or teach the four new colours, using the flasheards. Pupils repeat the new colours in chorus and group by group. BIS. activiry 3. Listen and say the number. ‘© Say Open your Pupils Books at page 15, please. Listen and say ‘the number: Ply the frst one as an example. Pupils put up ‘heir hands to answer. Elicit fom the whole class in chorus (3). Play the CD. Pupils whisper the answers to their partner. ‘© Play the CD again. Pupils put their hands up after each one. Elicit the answers. Key: 3, 4,2, 5,61 mn What's your favourite toy? ‘My favourite toy's my red car. ook at my green ball. t's my favourite toy what’ this? ‘es my blue computer. ‘what colour's your train? fs yellow. ‘what's your favourite toy? ‘es my orange bike. wna’ this? ‘es my pink doll Pair work * so pairs, pupils take turns to point to the pictures and say, eg. What's number 2? It's blue computer. What colour’ the train? Jes yellow. Don't focus on an before orange as in an orange bike BIS. activity 4. Say the chant. © Display the four new colour flashcards. Say, e.. Grey. Pupils point. Repeat forthe other colours. 1 Say Listen and chant. Play the CO. Pupils point tothe colours in their books. Play the CD again. Pupils jin in. Vary the chant. Pupils say it in groups, loudly, softly, whispering and so on. Black, brown, white, grey, Look, listen, point and say. Black, brown, white, grey, Look, listen, point and say. (x2) Now say the chant again. (Karaoke version) Extra activity 1: see page 106 (if time) B15. activity 3. What colour? Listen and draw lines. [YLE] «Say Holdup your block crayon. Repeat for grey, purple, yellow, brown, blue red. (Ths is one more colour than they need) Say Open your Activity Books at page 15, please. Play the CD. Do the fist one as an example. Mime drawing from child 3 tothe ‘computer. lay the rest ofthe CD, leaving time for pupils to find the crayons and draw the ines in the appropriate colours Pupils check in pars. Play the CD again and check by elicting the number, the colour andthe toy «Elicit the colour they din use (red) 1. Black. My favourite toy is my computer. 2, Purple. My favourite toy is my bike. 3. Yellow. My favourite ty is my car. 44. Brown. My favourite toy is my ball 5. 6 Blue. My favourite toy is my doll. Grey. My favourite toy is my train ‘ABLS. activity 4. Draw your favourite toy. ‘Show your set of game cards or use the toy flashcards. Aska pupil What's your favourite toy? Point to the flashcards / game cards. The pupil responds, eg. A red car/A car I they don't Bie the colour, ask What colour is it? ‘© Pupils draw and colour their favourite toy. Select some pupils to show the class ther pictures and to talk about them, eg. ‘My favourite toy s (a ca) Wt’ (red). Pupils talk about their pictures in pairs. Extra activity 2: see page 106 (if time) Ending the lesson «Pupils stand up. Point to objects inthe classroom, Say itspink. When pupils hear the right colour, they jump in the air, When they hear the wrong colour, they turnaround. Pui who make a mistake sit down, Continue until you have a small group of winners Unit 3 Favourite toys 27 ‘© TARGET LANGUAGE Key language: in, on, under, next to ‘Additional language: Where's ..? differences Revision: classroom objects, toys ‘© MATERIALS REQUIRED ‘School flashcards (27-32) Extra activity 1: Photocopiable activity 3A (see page 94), one for ‘each pupil copied onto thin card, paper fasteners, scissors, one ‘completed activity for demonstration Extra activity 2: toy flashcards (35-40) Warmer ‘© Review the classroom objects, using flashcards, Hold up each flashcard, elicit what it is and hand it to a pupil Pupils with flashcards show the flashcard to the class, say what it is and stick it on the board Presentation ‘© Demonstrate and teach the prepositions using actions: ~ On: the left hand on the right closed fist ~ In: two fingers ofthe left hand are gripped in the fisted right hhand = Under: the left hand is flat under the right closed fist = Next to: the left hand is flat next to the fisted right hand, ‘© Practise the prepositions, using mime and realia, eg. a pen on ‘book. Say Where's the pen? Pupils respond it's on the book and do the mime. Continue to elicit questions and answers from the class, using other classroom objects, e.g. book, pen. PBI6. ACTIVITY 5. Listen and do the actions. Say Open your Pupils Books at page 26, please. Say Listen and do the actions. Play the CD. Pupils listen and do the actions ‘when they hear the prepositions. Play the CD again for pupils torepeat ‘© Check understanding by asking, eg. isthe ballon the toy box? (No, it isnt) 1 the bal inthe bag? (No, it ist) Where’ the ball? (Next tothe chair) ‘mr STAR: Simon. Simon, is your ballin your bag? SIMON: EF, no, it ist, Dad. ‘Mk STAR: Simon, is your ball onthe toy box? simon: Er, no, itis’, Dad imon, is your ball under the table? no, it isnt, Dad. ‘MR STAR: Simon, where's your ball? SIMON: Er, is next to your chair, Dad. B16. acriviry 6. Listen, point and repeat. ‘© ‘Say Listen, point and repeat. Play the CD. Stop after each stentence. Pupils point and repeat in chorus. Pupils repeat the sentences in different ways: quietly, loudly etc 28 Kid's Box Teacher's Book 1 "mr STAR: Is your ball onthe toy box? ‘mm stan: Is your bal under the table? ‘mm staR: Is your ball next to the door? 1mm stan: Is your ballin the toy box? img TAR: Where's your ball? SIMON: Er, its next to your chai Practice ‘© Pupils workin pairs. They take turns to say a preposition and to mime the action, ‘ABI6. ACTIVITY 5. Listen and write the number. [YLE] Say Open your Activity Books at page 16, please. Elicit what th (2 monkey), Pupils take out their pencils. Play numbe 3. Check the answer with the class (the sixth picture) and elicit the sentence (The monkey's in the toy box). Play the CO. Pause the CD after each one to give pupils more thinking time, but don't elicit answers. Pupils check their answers in pairs. Play ‘the CD again. Check with the class. Elicit a number and ‘a sentence for each one. Key: 4, 3,2,6,5,2 mira 2. The monkey’ inthe toy box. 2. The monkey's on the tain 3. The monkey's next tothe car. 4. The monkey's on the bike. 5. The monkey's next to the computer. 6. The monkey's under the chai. Extra activity 1: see page 106 (if time) AB16. activity 6. Look and circle. © Say Look at pictures. Where’ the bag? Elicit that's on the door. Say Look ot picture a. the bag onthe doo? lc that it next to the ty box. Say Thee ae sx more differences. Can you find them? Mime circing witha pencil Pupils work indvivally and cele the differences. They checkin pars. Eli from the class. Pupils sy, In picture 2 the dolls in the toy box. In picture 2 the do's on the toy box. Check around the class. «Pupils work in pais and tak turns to point o differences and to say the sentences. Key: Picture 1 Picture 2 ‘The dol’ in the toy box. The dolls on the toy box. ‘The train’son the bookcase. The train on the toy box. ‘The car's next to the computer, ‘The eraser’s under the table. ‘The penci’s on the table. ‘The ball’ under the chair The car's on the computer. ‘The eraser’ on the table. The pencils on the chair, The balls under the table. Extra activity 2: see page 107 (if time) Ending the lesson {Do the preposition action game ag from the presentation.

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